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ERIC Number: ED548467
Record Type: Non-Journal
Publication Date: 2012
Pages: 163
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-1518-9
The Effects of Fiscal and Human Capital on Student Achievement
Koligian, Sarah Lynne
ProQuest LLC, Ed.D. Dissertation, California State University, Fresno
The purpose of this study was to examine the effects of per-pupil funding, the amount allocated to fund students in K-12 public education, and how this funding related to student achievement. This is one of the most contentious issues in education, especially in light of the current economy in California, where the state budget crisis has decreased the amount of per-pupil funding for K-12 students. Yet, K-12 public schools must adhere to the stringent federal accountability measures mandated under the No Child Left Behind Act of 2001 by achieving the ever-increasing federal Adequate Yearly Progress (AYP) and state Academic Performance Index (API) accountability targets (No Child Left Behind, 2001). The participants in this study included almost all K-12 unified school districts in California. The dependent variables included district level Academic Performance Index (API) scores, percent Proficient on English-Language Arts and Mathematics California Standards Tests, Adequate Yearly Progress (AYP), and One-Year Dropout Rates. The independent variables included school predictor variables that were grouped for the purposes of this study into three categories: demographic, fiscal, and human resources. This quantitative correlational research study determined the relationship between the achievement variables and the independent variable using Pearson's correlation coefficients. A canonical correlation was calculated to determine which functions and variables were the strongest predictors of achievement. Regression with statistical control was computed to ascertain if independent variable groups could predict student achievement while controlling for other variables. Stepwise regression was used to present a more parsimonious interpretation to determine which of the independent variables had the greatest impact upon student achievement. Lastly, MANOVA was used to determine what size district expends more to maintain human and fiscal resources. The results of this study revealed that smaller school districts were more costly to operate. Demographic variables, especially poverty and percent English Learners, were strong predictors of student achievement. Expending more money to enhance teacher salaries and lower class sizes had a strong impact on student achievement. Fiscal and human resources do make a difference! [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001